The influence of school climate on students' self-esteem in secondary schools in Gashua LGA, Yobe State
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Background of the study
School climate is a multifaceted construct that encompasses the emotional, social, and physical environment of educational institutions. In secondary schools in Gashua LGA, Yobe State, the overall climate of the school plays a critical role in shaping students’ self-esteem and personal development (Mustapha, 2023). A positive school climate is characterized by supportive teacher-student relationships, a sense of safety, and a culture that promotes respect and inclusivity (Abdullahi, 2024). Such an environment not only fosters academic success but also nurtures students’ self-confidence and emotional well-being. Recent research indicates that students who perceive their school environment as positive are more likely to develop high levels of self-esteem, which in turn contributes to improved academic performance and social interactions (Hassan, 2023). In contrast, negative school climates, marked by high levels of conflict, bullying, and neglect, can detrimentally affect student self-esteem, leading to a range of adverse outcomes including disengagement and behavioral issues (Suleiman, 2024). In Gashua LGA, the unique socio-cultural context further complicates the dynamics of school climate and its impact on student self-esteem. Factors such as resource limitations, cultural expectations, and community influences all interact to shape the daily experiences of students. Over the past few years, studies conducted between 2023 and 2025 have highlighted that when schools invest in creating a nurturing environment, there is a notable improvement in students’ self-perception and overall psychological health (Abubakar, 2024). This study seeks to explore the influence of school climate on the self-esteem of students in secondary schools in Gashua LGA. By examining various dimensions of school climate—such as teacher support, peer relationships, and the physical environment—the research aims to provide a comprehensive understanding of how these factors interact to shape student self-esteem. The findings will offer valuable insights for educators and policymakers striving to create more supportive and inclusive school environments that promote the holistic development of students.
Statement of the problem
Despite the recognized importance of a positive school climate, many secondary schools in Gashua LGA face challenges in creating an environment that effectively supports student self-esteem. Incidents of bullying, inadequate teacher support, and infrastructural deficiencies contribute to a negative climate, adversely affecting students’ self-confidence and overall well-being (Ibrahim, 2023). In several schools, the lack of a consistent approach to fostering a supportive atmosphere has led to disparities in student self-esteem, with some students feeling isolated and undervalued. Furthermore, cultural and socio-economic factors in Gashua LGA compound these challenges, resulting in a school climate that does not fully cater to the emotional and psychological needs of all students (Adamu, 2024). The consequences of such a climate are evident in the academic performance and social behavior of students, who may exhibit lower motivation and higher levels of anxiety. Additionally, the limited focus on positive behavioral interventions and the absence of effective counseling services exacerbate the problem. This study aims to critically examine the effects of school climate on students’ self-esteem in secondary schools, identifying the specific elements that contribute to a nurturing or detrimental environment. By addressing the gaps in current practices and exploring potential strategies for improvement, the research seeks to offer practical recommendations to enhance school climate and, by extension, student self-esteem. Without targeted interventions, the negative impact on student self-esteem may continue to affect both academic outcomes and long-term personal development (Hassan, 2023).
Objectives of the study
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To assess the current state of school climate in secondary schools in Gashua LGA.
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To evaluate the relationship between school climate and student self-esteem.
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To propose strategies for improving school climate to boost students' self-esteem.
Research questions
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What is the current school climate in secondary schools in Gashua LGA?
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How does school climate affect students’ self-esteem?
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What strategies can enhance the school environment to improve student self-esteem?
Research Hypotheses
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A positive school climate is associated with higher student self-esteem.
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Inadequate teacher support negatively impacts student self-esteem.
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Implementing comprehensive school improvement strategies will enhance student self-esteem.
Significance of the study
This study is significant as it investigates the critical role of school climate in shaping student self-esteem in secondary schools. The research provides insights that can inform policy and practice aimed at creating nurturing educational environments. Improved self-esteem is expected to enhance both academic performance and social development among students. The findings offer practical recommendations for educators and policymakers in Gashua LGA to foster a positive school climate that benefits the holistic development of students (Nasir, 2023).
Scope and limitations of the study
This study is limited to examining the influence of school climate on student self-esteem in secondary schools within Gashua LGA, Yobe State. It focuses exclusively on internal school factors and excludes external socio-cultural influences.
Definitions of terms
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School Climate: The overall quality and character of school life, including interpersonal relationships and physical conditions.
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Self-Esteem: An individual’s sense of self-worth and confidence.
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Secondary Schools: Educational institutions providing education beyond the primary level.
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